The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy
| dc.authorid | 0000-0003-1534-1310 | |
| dc.authorid | 0000-0002-1318-9362 | |
| dc.contributor.author | Orakçı, Şenol | |
| dc.contributor.author | Durnalı, Mehmet | |
| dc.date.accessioned | 2022-09-01T06:26:31Z | |
| dc.date.available | 2022-09-01T06:26:31Z | |
| dc.date.issued | 2023 | |
| dc.department | Eğitim Fakültesi | |
| dc.description.abstract | A bulk of research has shown strong relationships between metacognition, creative thinking, autonomy support, and self-efficacy among teachers. However, we could not find research with a large sample of teachers exploring the mediating effects of creative thinking and metacognition on the relationship between autonomy support and self-efficacy. A need for a novel structural equation model (Covariance-based) underlying psychological rationality of said relationships was deemed actual. To that end, firstly the effects of teachers' autonomy support (opportunity and decision-making) on teachers' creative thinking, metacognition, and self-efficacy were tested. Then, the mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy were explored. A simple random-sampling method was utilized to gather 787 teachers' data. The results revealed that decision-making and autonomy opportunity predicted creative thinking, metacognition, and self-efficacy positively and meaningfully. Subsequently, creative thinking as well as metacognition had mediating effects on the effects of autonomy opportunity and decision-making on self-efficacy. In closing, for boosting teachers' skills in autonomy support and self-efficacy, attention should be given to fostering their creative thinking as well as metacognition. The study provides implications and suggestions for research on school psychology and improvement. | |
| dc.identifier.doi | 10.1002/pits.22770 | |
| dc.identifier.endpage | - | en_US |
| dc.identifier.issn | 0033-3085 | |
| dc.identifier.issue | - | en_US |
| dc.identifier.scopusquality | Q2 | |
| dc.identifier.startpage | - | en_US |
| dc.identifier.uri | https:/dx.doi.org/10.1002/pits.22770 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12451/9659 | |
| dc.identifier.volume | - | en_US |
| dc.identifier.wos | WOS:000822070200001 | |
| dc.identifier.wosquality | Q3 | |
| dc.indekslendigikaynak | Web of Science | |
| dc.indekslendigikaynak | Scopus | |
| dc.language.iso | en | |
| dc.publisher | John Wiley and Sons Inc | |
| dc.relation.ispartof | Psychology in the Schools | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/embargoedAccess | |
| dc.subject | Creative Thinking | |
| dc.subject | Metacognition | |
| dc.subject | Teachers' Autonomy Support | |
| dc.subject | Teachers' Self-efficacy | |
| dc.title | The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self-efficacy | |
| dc.type | Article |
